scholarly journals Comparison of non solvable problem solving principles issued from CSP and TRIZ

Author(s):  
Sebastien Dubois ◽  
Ivana Rasovska ◽  
Roland Guio
Author(s):  
Tony McCaffrey ◽  
Lee Spector

AbstractIf a solvable problem is currently unsolved, then something important to a solution is most likely being overlooked. From this simple observation we derive the obscure features hypothesis: every innovative solution is built upon at least one commonly overlooked or new (i.e., obscure) feature of the problem. By using a new definition of a feature as an effect of an interaction, we are able to accomplish five things. First, we are able to determine where features come from and how to search for new ones. Second, we are able to construct mathematical arguments that the set of features of an object is not computably enumerable. Third, we are able to characterize innovative problem solving as looking for a series of interactions that produce the desired effects (i.e., the goal). Fourth, we are able to construct a precise problem-solving grammar that is both human and machine friendly. Fifth, we are able to devise a visual and verbal problem-solving representation that both humans and computers can contribute to as they help counteract each other's problem-solving weaknesses. We show how computers can counter some of the known cognitive obstacles to innovation that humans have. We also briefly discuss ways in which humans can return the favor. We conclude that a promising process for innovative problem solving is a human–computer collaboration in which each partner assists the other in unearthing the obscure features of a problem.


1982 ◽  
Vol 46 (9) ◽  
pp. 548-552 ◽  
Author(s):  
RW Mendel ◽  
JP Scheetz

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.


1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


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